*?&£>£ 


J 


jtes  Circular  No.  11.  January,  1922. 

DEPARTMENT  OF  THE   INTERIOR 

BUREAU   OF  EDUCATION 

WASHINGTON 


EQUIPMENT  AND  ROOMS  FOE  HOME  ECONOMICS 
DEPAETMENTS. 


|d  Contents. — Introduction — (A)    Essential  conditions  for  teaching  home  economics  in 
13  tlic  elementary  and  secondary  schools — (B)    Space  requirements  for  home  economics 
B      artments :   Assumed  conditions  governing  use  of  rooms ;   home  economics   rooms  in 
lith  grade  school  of  1,000  or  1,200  pupils,  in  sixth  grade  school  of  600  or  700  pupils, 
junior  high  school  of  about  600  pupils,  in  larger  junior  high  schools,  in  4-year  high 
schools  requiring  home  economics  in  ninth  grade  with  elective  courses  in  grades  10—12, 
in  high  school  of  six  grades,  in  small  schools — (C)  A  residence  or  portable  building  as  a 
place  in  which  to  teach  home  economics — (D)    Equipment  for  home  economics  rooms: 
Introduction  ;  standard  permanent  cooking  equipment  with  group  arrangement,  with  unit 
kitchen  arrangement,  for  small  school — (E)    General  type  of  cooking  desks — (F)    Types 
of  tops  for  cooking  desks — (G)  Location  of  desks,  sinks,  and  stoves — (H)  Lists  of  cooking 
utensils — (I)  Equipment  for  teaching  garment  making — (J)  Suggestive  plans  for  arrange- 
ment of  equipment. 


INTRODUCTION. 


The  type  of  rooms  assigned  for  the  use  of  home  economics  departments  and 
the  location  of  these  rooms  in  the  school  building  largely  determine  the  kind 
and  quality  of  the  instruction  given. 

It  is  true  that  the  best  of  material  surroundings  will  not  transform  a  time- 
serving teacher  into  one  imbued  with  loving  zeal  for  her  work.  It  is  equally 
true  that  dark,  damp,  inaccessible  rooms,  placed  below  all  other  instructional 
space,  overcrowded  with  classes  and  inadequately  supplied  with  suitable  equip- 
ment, will  dishearten  even  the  most  enthusiastic  teacher  and  result  in  her  resig- 
nation in  favor  of  schools  where  there  is  greater  appreciation  of  the  dignity 
of  the  home  and  the  representative  of  that  home — the  public  school  home 
economics  department. 

Cooking  and  sewing,  heretofore  the  only  phases  of  home  economics  subject 
matter  generally  recognized  by  school  offioials  and  school  architects,  are  but 
two  phases  of  home  economics. 

These  subjects  appeared  in  public  school  courses  of  study  as  the  first  evi- 
dence of  the  recognition  that  some  differentiation  should  exist  in  the  education 
of  girls  from  that  of  boys,  and  as  a  concession  to  those  who  believe  that  chil- 
dren may  receive  training  of  mind  and  hand  simultaneously,  and  as  an  ac- 
knowledgment that  mothers  of  to-day  for  various  reasons  can  not  give  to  Ameri- 
can girls  the  training  in  arts  and  sciences  relating  to  household  activities  which 
as  American  daughters  they  now  need  and  which  later  as  wise  and  capable 
home  makers  they  must  have. 

With  a  broader  conception  of  what  should  constitute  satisfactory  home  eco- 
nomics instruction  in  the  elementary  and  secondary  schools,  with  a  realization 
that  the  schools  must  serve  more  efficiently  a  much  larger  portion  of  the  popu- 
lation, and  with  a  realization  that  lowered  ideals  of  home  life  lower  the  margin 
of  safety  for  all  American  institutions,  a  readjustment  of  home  economics 
teaching  conditions  is  imperative. 

84103°— 22 


2  EQUIPMENT  AND  ROOMS  FOR  HOME  ECONOMICS. 

School  children  naturally  interpret  the  desirability  of  the  place  and  the  types 
of  rooms,  and  the  support  given  a  subject,  as  the  evaluation  placed  upon  that 
subject  by  the  school  and  community.  If  assigned  to  the  least  desirable  place 
in  the  building,  then  to  the  pupil  it  is  of  least  value  as  a  subject.  The  rooms 
in  which  home  economics  is  taught  are  all  too  frequently  the  only  rooms  that 
represent  to  a  child  of  foreign  parentage  standards  of  American  home  life. 
How  can  such  children  have  borne  upon  their  consciousness  the  fact  that 
Americans  do  not  approve  of  eating,  cooking,  and  living  in  basements,  if  they 
know  no  American  homes,  and  if  the  teaching  of  home  making  is  in  basement 
rooms  in  close  proximity  to  heating  plant  and  toilets? 

Were  home  economics  rooms  used  but  a  few  hours  per  week,  there  would 
be  some  excuse  for  reserving  for  more  efficient  use  the  most  desirable  rooms; 
but  to-day  in  a  modern  and  well-organized  school  the  home  economics  rooms 
are  in  as  constant  use  as  are  others  of  the  school  plant. 

Architects  and  builders  have  assumed  responsibility  for  the  selection  and 
placement  of  home  economics  equipment  because,  in  many  instances,  there  was 
no  home  economics  woman  in  a  position  to  speak  with  authority  concerning 
these  matters.  For  a  similar  reason  these  men  have  located  the  rooms  where 
they  most  easily  fitted  into  their  plans  and  where  such  location  least  inter- 
fered with  the  wishes  of  other  department  heads. 

That  school  authorities,  architects,  and  patrons  may  better  understand  the 
aims,  extent,  and  needs  of  home  economics  departments,  the  Bureau  of  Educa- 
tion offers  the  suggestions  here  given. 

A.    ESSENTIAL  CONDITIONS  FOR  TEACHING  HOME  ECONOMICS. 

1.  All  home  economics  rooms  should  be  above  ground.  The  rooms  may  be 
upon  the  first  or  upon  the  top  floor,  but  should  never  be  in  a  basement.  The 
objections  to  basement  rooms  are  founded  upon  psychological  as  well  as 
biological  reasons,  the  most  important  of  which  is  that  home  economics  rooms 
and  lunch  rooms  are  the  only  places  in  the  school  plant  where  American 
standards  of  living  can  be  presented  to  children  from  poor  homes. 

2.  Where  possible  home  economics  rooms  should  be  conveniently  near  the 
school  lunch  room  and  the  arts  and  crafts  rooms. 

3.  There  should  be  an  abundance  of  natural  light  from  windows  placed  on 
one  side  or  one  side  and  one  end  of  the  room.  Overhead  lighting  by  skylights 
is  unsatisfactory.  Hand  sewing,  machine  work,  costume  design,  millinery,  and 
many  food  preparation  processes  necessitate  postures  which  throw  shadows 
upon  the  work  if  the  light  is  from  above  the  worker ;  moreover,  it  is  desirable 
to  secure  in  home  economics  rooms  the  maximum  resemblance  to  satisfactory 
home  conditions. 

4.  Window  ventilation  should  be  arranged  for  the  food  rooms.  Owing  to  the 
excessive  amounts  of  moisture,  cooking  odors,  gas  waste  products,  and  stove 
heat  to  be  removed  from  the  atmosphere  of  the  room,  the  usual  method  of 
schoolroom  ventilation  does  not  prove  satisfactory. 

5.  Walls  should  be  given  a  sanitary  finish  in  light  and  attractive  colors. 

6.  Floors  should  have  a  sanitary  finish  or  a  sanitary  floor  covering  well  laid. 
An  uncovered  cement  floor  is  not  suitable  for  the  use  of  home  economics 
students. 

7.  Adequate  blackboard  space  should  be  provided  in  every  foods  and  clothing 
classroom. 

8.  Bulletin  boards  for  exhibits  should  be  provided. 

9.  All  home  economics  rooms  should  be  supplied  with  an  ample  supply  of 
running  water  and  connected  with  a  sewage  system. 


^C:c,oT46  3o 


EQUIPMENT  AND  ROOMS  FOR  HOME  ECONOMICS.  3 

10.  Toilets  and  lavatories  should  not  be  adjacent  to  or  immediately  opposite 
home  economics  rooms. 

11.  Since  home  economics  rooms  are  to  represent  good  local  home  conditions, 
flues  should  be  so  provided  that  one  or  more  ranges  using  the  common  fuel  of 
the  locality  can  be  installed. 

12.  There  should  be  adequate  provision  in  the  home  economics  rooms  for  the 
personal  cleanliness  of  the  pupils.  Not  less  than  two  lavatory  basins,  with 
bubbling  fountain  attachments,  should  be  provided  in  each  classroom  accom- 
modating 12  or  more  pupils. 

13.  Home  economics  department  heads  should  have  supervisory  authority 
over  lunch  rooms.  Foods  cooked  in  home  economics  classes  may  be  served  in 
lunch  rooms,  but  educational  values  are  sacrificed  when  home  economics  classes 
are  expected  to  do  the  entire  cooking  for  lunch  rooms,  or  when  all  products  of 
classrooms  are  marketed  in  the  lunch  room;  hence,  home  economics  class- 
rooms should  not  be  considered  to  be  lunch  rooms  except  in  the  smallest 
schools.  All  other  schools  should  have  lunch  room  and  kitchen  for  lunch  room 
separate  from,  though  contiguous  to,  the  home  economics  rooms. 

B.    SPACE  REQUIREMENTS  FOR  HOME  ECONOMICS  DEPARTMENT. 

1.  Assumed  conditions  governing  use  of  room: 

o.  These  estimates  as  to  space  required  for  schools  of  different  sizes  are  based 
upon  the  following  time-allotment  plan,  which  is  that  recommended  by  the  Fed- 
eral Bureau  of  Education: 

Fifth  grade,  160  to  180  minutes  per  week. 

Sixth  grade,  160  to  180  minutes  per  week. 

Seventh  grade,  200  to  225  minutes  per  week. 

Eighth  grade,  200  to  225  minutes  per  week. 

Ninth  grade,  360  to  450  minutes  per  week. 

Tenth,  eleventh,  and  twelfth  grades,  elective,  360  to  450  minutes  per  week. 

One-half  day  five  times  per  week  for  intensive  courses  for  girls  14  years  old  or 
over  wherever  there  is  a  demand  for  such  courses  or  where  there  is  a  group 
who  will  profit  by  such  instruction. 

Continuation  classes  to  meet  local  conditions. 

Not  less  than  the  above  time  will  be  assigned  to  home  economics  in  the  more 
progressive  schools. 

o.  It  is  assumed  that  not  more  than  20  girls  will  be  enrolled  in  any  one 
class  in  home  economics  at  any  one  time. 

c.  In  reorganized  and  progressive  schools  it  is  certain  that  all  phases  of  home 
economics  will  be  taught  to  each  pupil  in  the  degree  in  which  she  is  prepared 
to  profit  by  such  instruction. 

d.  It  is  recognized  that  home  economics  appears  in  various  types  of  public 
schools,  i.  e.,  in  elementary  schools  of  8  grades ;  in  elementary  schools  of  6 
grades ;  in  junior  high  schools  of  3  grades ;  in  high  schools  of  4  grades ;  in  high 
schools  of  6  grades;  in  schools  having  all  12  grades;  in  rural  consolidated 
schools  of  12  grades  and  in  small  rural  schools;  hence,  rooms  and  equipment 
suitable  for  one  type  and  one  size  of  school  may  be  inadequate  or  superabundant 
for  some  other  of  different  size  or  of  different  grades.  Therefore,  there  is  in  this 
report  an  effort  to  estimate  accurately  the  minimum  amount  of  space  which 
should  be  set  aside  for  home  economics  in  each  of  these  different  types  of 
schools. 

e.  The  figures  for  the  distribution  of  pupils  in  the  various  grades  are  drawn 
from  Bureau  of  Education  Bulletin,  1920,  No.  24 — Statistics  of  City  School 
Systems,  1917-18.    These,  of  course,  are  averages  and  may  require  readjustment 


EQUIPMENT  AND  ROOMS  FOE  HOME  ECONOMICS. 


in  any  specific  place  because  of  peculiar  local  conditions.  The  better  the  school 
system  the  larger  the  relative  size  of  upper  grade  classes  will  be.  This  means 
that  in  a  progressive  school  of  a  certain  size  more  classes  in  home  economics 
will  have  to  be  provided  than  in  average  schools. 


UKWr     lei«Mtt  I        Flttlnr  .at 

Jiri-L 

■  1  A 

1  OW*.nt  CM. 


i  •  Kwtm  m  OMtm  tvu  saoai  9  «o  wras. 


2.  In  an  elementary  school  of  1,000  to  1,200  pupils  distributed  through  eight 
grades  it  is  probable  that  there  will  be  63  to  65  girls  in  the  fifth  grade,  57  to  60 
girls  in  the  sixth  grade,  48  to  50  girls  in  the  seventh  grade,  and  39  to  40  girls 
in  the  eighth  grade. 

This  would  mean — 

Teriods. 

3  classes  of  about  20  In  fifth  grade,  4  periods  per  week 12 

3  classes  of  about  20  in  sixth  grade,  4  periods  per  week 15 

3  classes  of  about  17  in  seventh  grade,  5  periods  per  week 15 

2  classes  of  about  20  in  eighth  grade,  5  periods  per  week 10 

49 
1  class  in  intensive  home  economics,  15  to  20  periods  per  week 15 

'      Total 64 

Interpreted,  this  indicates  that  there  would  be  64  class  hours  of  home  eco- 
nomics per  week  for  girls  in  grades  5  to  8,  inclusive. 

A  school  of  this  size  would  have  some  30  or  more  girls  of  14  who  have  not 
reached  the  eighth  grade,  some  of  whom  would  inevitably  drop  out  of  school 
as  soon  as  possible.  Therefore  it  is  right  to  assume  that  provision  should  be 
made  for  instructing  them  in  intensive  courses  in  home  economics  occupying 
more  than  one-fourth  of  their  school  day. 


EQUIPMENT  AND  ROOMS  FOR  HOME   ECONOMICS. 


One  room  will  provide  for  either  30  or  40  class  hours  per  week,  according  to 
whether  the  school  day  is  of  300  or  360  minutes. 

It  is  evident  that  to  provide  home  economics  of  the  kinds  advocated,  and  in 
the  amount  assumed  as  requisite  for  the  girls  of  1,000  or  1,200  pupil  schools, 
there  will  be  need  of  the  following  rooms : 

One  food  room,  approximately  22  by  48  feet. 
One  clothing  room,  approximately  22  by  40  feet. 
One  40-pupil  classroom  for  lectures  and  recitations. 
One  home  kitchen,  approximately  9  by  10  feet. 
One  home  dining  room,  approximately  12  by  16  feet. 
One  fitting  and  pressing  room  (with  windows),  7  by  10  feet. 
One  food  store  room  (may  be  inside  space),  7  by  10  feet. 
One  closet  for  clothing  class  material  (may  be  inside  space),  7  by  10  feet. 
One  teachers'  rest  room  or  nurses'  room  with  lavatory  and,  if  possible,  bath  and  toilet. 
This  room  to  be  used  to  teach  housekeeping. 

This  space  will  accommodate  the  49  class  hours  for  students  in  grades  five  to 
eight  and  one  class  of  girls  in  intensive  home  economics  using  the  rooms  from 
15  to  20  class  periods  per  week. 

3.  In  a  six-grade  school  of  600  or  700  pupils  there  probably  will  be  60  or  65 
girls  in  the  fifth  grade  and  55  or  60  girls  in  the  sixth  grade,  which  means  the 
following  home  economics  space  requirement : 

Periods. 
3  sections,  fifth  grade,  of  about  20  girls,  4  periods  per  week 12 

3  sections,  sixth  grade,  of  about  18  or  20  girls,  4  periods  per  week 12 

1  section  ungraded  or  special  pupils,  10  periods  per  week 10 

This  equals  34  periods  per  week,  or  full  use  of  one  room  equipped  for  20 
pupils.  Elsewhere  will  be  discussed  the  dual-purpose  equipment  for  this  type 
of  school. 

A  school  of  over  700  pupils  will  require  the  same  room  as  suggested  for  the 
1,000-pupil  school,  though  it  will  not  be  used  quite  so  effectively. 

4.  A  junior  high  school  of  about  600  pupils  will  have  from  114  to  120  girls  in 
seventh  grade,  96  to  100  in  the  eighth  grade,  and  78  to  80  in  the  ninth  grade, 
which  means  the  following: 

Periods. 

5  sections,  seventh-grade  girls,  5  periods  per  week 25 

5  sections,  eighth-grade  girls,  5  periods  per  week 25 

4  sections,  ninth-grade  girls,  8  periods  per  week 32 

1  section,  intensive  home  economics 15 

This  is  a  total  of  97  periods  of  home  economics  classroom  use.  With  the 
best  of  scheduling  this  would  necessitate  the  full  use  of  three  units  of  home 
economics  and  one  recitation  room. 

This  would  mean: 

One  foods  classroom  with  storeroom. 

One  clothing  classroom  with  fitting  room  and  storeroom. 

One  40-pupil  recitation  room. 

One  home  kitchen. 

One  home  dining  room. 

One  home  living  room  and  bedroom  combined  to  be  used  as  teachers'  rest  room  or  students' 

social  room. 
One  bathroom. 

The  latter  four  rooms  compose  the  third  unit  of  the  home-economics  space 
allotment. 

5.  Junior  high  schools  of  more  than  600  pupils  will  require  additional  home 
economics  space  for  the  first  200  or  fewer  additional  pupils,  for  which  there 
should  be  one  extra  foods  room  and  one  extra  clothing  room.  For  a  school  of 
1,000  pupils  the  original  space  should  be  doubled. 


EQUIPMENT  AND  ROOMS  FOR  HOME  ECONOMICS. 


EQUIPMENT  AND  ROOMS  FOR  HOME  ECONOMICS.  7 

6.  In  high  schools  of  four  grades  with  600  or  700  pupils,  requiring  home  eco- 
nomics in  the  9th  grade  for  all  girls  and  offering  elective  courses  for  the  girls  of 
the  upper  three  grades,  there  may  be  expected  about  150  or  160  girls  in  the  9th 
grade,  90  to  100  in  the  10th  grade,  60  to  70  girls  in  the  11th  grade,  and  50  to  60 
girls  in  the  12th  grade. 

Of  the  200  or  more  girls  in  the  upper  three  years  not  more  than  40  or  50  will 
be  found  in  the  elective  courses  in  home  economics ;  hence  the  demand  for  space 

may  thus  be  analyzed : 

Periods. 
8  classes  of  20  each  in  9th  grade,  8  periods  per  week 64 

3  classes  of  12  to  15  each  in  10th,  11th,  and  12th  grades,  8  periods  per  week 24 

or  a  total  of  88  periods  of  home  economics  per  week.  With  these  classes,  use 
can  be  made  of  three  units  of  home  economics  equipment.  The  same  space  and 
arrangement  are  recommended  as  suggested  for  junior  high  schools  of  600  pupils. 
If  home  economics  is  elective  in  all  four  high-school  years  in  a  600-pupil  high 
school,  probably  only  about  one-third  of  the  girls  will  elect  this  subject ;  hence, 
a  foods  room,  a  clothing  room,  and  a  practice  dining  room  should  be  supplied. 
Other  rooms  in  the  building  can  be  used  for  housekeeping  practice  and  home 
making. 

7.  In  high  schools  having  six  grades  with  home  economics  required  in  first 
three  and  elective  in  the  upper  three,  the  distribution  of  girls  in  a  600-pupil 
school  will  be  about  as  follows:  Seventh  grade,  96;  eighth  grade,  78;  ninth 
grade,  62 ;  tenth  grade,  40 ;  eleventh  grade,  26 ;  and  twelfth  grade,  20.    For  these 

the  following  classes  will  be  needed : 

Periods. 

5  sections,  7th  grade,  5  periods  per  week 25 

4  sections,  8th  grade,  5  periods  per  week 20 

3  sections,  9th  grade,  8  periods  per  week 24 

2  sections,  10-12  grades,  8  periods  per  week 18 

1  section,  intensive  home  economics 10 

Total 95 

These  classes  will  require  at  least  a  three-unit  home  economics  department 
similar  to  that  recommended  for  the  junior  high  school,  together  with  one  class- 
room seating  40  pupils. 

8.  In  eight-grade  elementary  schools  of  500  pupils  or  less,  in  junior  high 
schools  and  four-year  high  schools  of  300  pupils  or  less,  and  in  ordinary  consoli- 
dated rural  and  village  schools,  but  one  room  will  be  required  for  teaching  home 
economics  if  that  room  is  large  enough  and  is  properly  located  and  equipped. 

The  rooms  for  these  smaller  schools  should  be  not  less  than  22  by  42  feet 
with  the  maximum  number  of  windows  possible  on  the  long  side  and  on  one 
end  of  the  room. 

There  should  be  a  storeroom  for  food  supplies  and  one  for  clothing. 

It  is  recommended  that  a  teachers'  rest  room  or  nurse's  first-aid  room  be 
placed  near  this  room,  so  that  the  pupils  may  have  the  opportunity  to  practice 
the  instruction  given  in  housekeeping. 

If  there  is  to  be  a  lunchroom,  that  also  should  be  placed  near  the  home  eco- 
nomics room  in  order  that  cooked  food  may  be  easily  transferred  from  the  home 
economics  room  to  the  lunchroom.  In  small  schools  the  home  economics  room 
and  adjacent  classrooms  may  be  used  as  rooms  for  the  service  of  hot  foods. 


8 


EQUIPMENT  AND  ROOMS   FOR  HOME   ECONOMICS. 
i        J        fiZJI 


i  1 

**  J* 

t       ft 

»|    ll 

—     «]   «    V.   —' 

a  8  3  u  o 


a 

3 

3SSS 


EQUIPMENT  AND  ROOMS  FOR  HOME  ECONOMICS.  9 

C.   A  RESIDENCE  OR  PORTABLE  BUILDING  AS  A  PLACE  IN  WHICH  TO  TEACH 

HOME  ECONOMICS. 

1.  Many  schools  are  so  overcrowded  that  the  introduction  of  new  subjects  is 
precluded  because  of  the  condition  of  the  school  buildings.  There  are  various 
ways  by  which  this  handicap  may  be  overcome.  Without  discussing  the  general 
subject  of  the  reorganization  of  the  curriculum,  it  is  suggested  that  the  pur- 
chase or  rental  of  a  near-by  residence  provides  a  most  admirable  place  for  teach- 
ing home  economics.  The  house  chosen  should  be  the  type  common  in  the 
community.  It  should  be  furnished  in  a  sanitary  and  attractive  manner  at  an 
expense  that  the  patrons  of  the  school  could  afford  for  their  own  homes. 

This  residence  should  retain  all  the  attributes  of  a  home  and  should  not  be 
changed  over  into  food  laboratories  and  clothing  classrooms.  Such  a  building 
provides  unusually  good  conditions  for  teaching  the  various  phases  of  home 
making. 

In  some  places  where  houses  have  been  thus  used,  the  grade  teacher  has 
come  with  her  class  and  has  assisted  the  home  economics  teacher  in  maintain- 
ing the  varied  types  of  work  made  possible  in  a  real  house.  This  is  an  admir- 
able arrangement,  and  results  in  more  effective  teaching  and  better  correlation 
of  home  economics  with  other  class  work.  The  fact  that  the  children  are  dis- 
tributed in  the  various  rooms  of  the  house  makes  teaching  more  difficult,  but 
the  results  more  than  justify  the  extra  labor. 

2.  Portable  buildings  can  be  made  satisfactory.  Two  such  buildings  may  be 
placed  so  as  to  connect.  One  may  be  used  for  foods  classes  and  the  second  for 
clothing  classes,  and  both  may  be  used  for  lessons  in  housekeeping.  It  is  even 
possible  to  use  these  same  rooms  as  lunch  rooms  if  there  are  but  few  children 
to  be  fed. 

D.    IDEAL  EQUIPMENT  FOR  A  SCHOOL  KITCHEN. 


The  ideal  equipment  for  a  school  kitchen  is  such  equipment  that,  were  a  unit 
transferred  into  a  home  in  the  community,  it  would  be  appropriate,  convenient, 
adequate,  and  satisfactory. 

The  cooking  desks,  the  stove,  and  the  sink  should  not  be  more  expensive 
than  the  financial  and  social  conditions  in  the  neighborhood  justify. 

The  placement  of  equipment  should  be  such  that  the  convenience  of  the 
arrangement  would  appeal  to  a  thoughtful  housekeeper  after  her  mind  was  dis- 
abused of  traditional  ideas  of  putting  all  articles  for  kitchen  use  around  the 
outer  walls  of  a  room. 

i.  Standard  permanent  equipment  for  foods  room  having  group  placement  of  equipment. 


wng 


(a)  10  or  12  double  desks  hereafter  de- 
scribed. 

<6)  5  or  6  enameled  iron  sinks,  18  by  24 
inches,  without  backs  or  drain 
boards. 

(0)  5  or  6  gas  stoves  (4-burner),  of  type 
commonly  used  in  households. 

(d)  5  or  6  towel  racks. 

(e)  1  wood  or  coal  range,  if  either  fuel  is 

in  general  use  in  community. 
if)   2  lavatory  basins  with  drinking  spigot 

attached. 
(g)  2  stationary  tubs  with  hinged  covers. 
(ft)   1   ironing  board,   hinged   to  wall  and 

arranged  to  fasten  up  when  not  in 

use,  electric  connection  for  iron. 


(t)    1 


U)   1 


washing  machine  (water  or  electric 
power)  with  plumbing  connections. 

supply  table,  42  by  84  inches,  and  31 
inches  high,  to  be  used  as  dining 
table. 

(fc)    1  kitchen  cabinet,  commercial  type. 

(I)   1  cupboard,  2  sections: 

(1)  Lower  section,  height  32 
inches,  length  54  inches, 
depth  18  inches,  sliding 
wooden  doors,  1  shelf. 

(2)  Upper  section,  height  34 
inches,  length  54  inches, 
depth  12  inches,  sliding  glass 
doors,  movable  shelves. 


10 


EQUIPMENT  AND  ROOMS  FOR  HOME  ECONOMICS. 


EQUIPMENT  AND  ROOMS  FOR  HOME  ECONOMICS. 


11 


(m)  200  individual  lockers  for  aprons, 
caps,  etc.,  7  by  7  by  12  inches. 

(»)  Not  less  than  12  running  feet  of  black- 
board. 

(o)  12-inch  drop  shelf  under  blackboard 
for  books,  bags,  and  papers  of  stu- 
dents. 

(p)  1  bulletin  board  not  less  than  3  by  5 
feet. 

(q)  1  table  or  desk  for  teacher's  use. 


(r)   8  chairs  for  use  during  meal  service, 
(a)   20  or  24  stools  for  pupils,  unless  desk 

has  stools  attached. 
(t)   1  refrigerator. 
(u)   1  flreless  cooker, 
(v)    1  iceless  refrigerator  in  dry,  hot  section 

of    the    country. 
(w)   Unless  floor  is  of  wood,  it  should  be 

covered  with  well-laid  cork  carpet. 


2.  Standard  permanent   equipment   for   foods   room-  having   unit   kitchens,   each  accom- 

dating  4  pupils. 


(a)  5   or   6   kitchen   cabinets,   commercial 

type. 
(6)   5    or    6    sinks   with    backs    and    drain 

boards, 
(c)   5  or  6  kitchen  stoves,  elevated  ovens. 


(d)  5  or  6  kitchen  tables,  enameled  tops. 

(e)  5  or  6  towel  racks. 

(f)  to  (to)   As   in    previous   list    of   equip- 

ment. 


3.  Permanent  equipment  for  small  school. 


(a)  8  double  cooking  desks  to  be  used  also 

as  sewing  tables. 
(6)   4  sinks,  18  by  24  inches  without  backs 
or  drain  boards,  with  boards  that 
may  be  used  as  covers, 
gas  stoves,  4  burner,  if  gas  is  used 
in    community.     1    gas    hot-water 
heater  or  2  ranges  with  hot-water 
tanks.     2  oil  stoves,  4  burner. 
4  towel  racks. 

2  lavatory  basins  with  drinking  spigot. 
2  stationary  tubs  with  hinged  covers. 
1  washing  machine. 


(c)   4 


(d) 
(e) 
(f) 
(ff) 


ironing    board. 
1  supply  table,  42  by  81  inches  and  31 
inches    (high),  to  be  used  as  din- 
ing table,  pupils  lunch  table,  and 
as  a  sewing  table. 
1  kitchen  cabinet,  commercial  type. 
1  cupboard  (see  previous  list). 
(I  to  to)  As  in  previous  list. 
(w)   4  sewing  machines. 
(y)   8  folding  sewing  tables. 
(2)   8  folding  chairs  to  be  used  by  pupils, 
in  sewing. 


(h) 
(0 


U) 
(*) 


E.   THE  GENERAL  TYPE  OF  COOKING  DESK. 

It  is  generally  agreed  that  all  of  the  cooking  utensils  frequently  used  should 
be  close  at  hand,  and  that  no  unnecessary  walking  should  be  requisite  in  the 
preparation  of  a  meal  or  the  cooking  of  an  article.  Hence,  the  cooking  desks 
should  have  drawers  and  cupboards  and  places  to  hang  dish  pans. 

Desk  drawers  should  not  be  deeper  than  will  accommodate  the  utensils  to  be 
placed  in  these  drawers.  All  drawers  and  cupboards  should  be  painted  on  the 
inside  with  two  or  more  coats  of  white  paint. 

The  different  cooking  desks  in  the  room  should  be  of  different  heights. 
There  are  in  every  class  some  tall  girls  and  some  smaller  ones. 


F.  TYPES  OF  TOPS  FOR  COOKING  DESKS. 

There  are  many  excellent  materials  now  used  for  surfacing  the  tops  of  cook- 
ing desks. 

1.  Well-seasoned  oak  or  maple,  carefully  tongued,  grooved,  and  bolted,  makes 
a  good  surface.  This  can  be  scrubbed  and  kept  in  good  condition.  It  wears 
well,  and  it  presents  problems  in  cleaning  similar  to  those  met  with  in  the 
pupil's  own  home. 

The  wooden  top  should  never  be  painted  or  varnished.  No  woman  would 
choose  a  varnished  cook  table  for  her  own  kitchen. 

Unsuitable  and  extravagant  woods,  such  as  birdseye  maple  and  mahogany, 
should  not  be  chosen. 

2.  Glass,  marble,  and  slate  have  been  used  in  some  places.  All  were  sanitary 
and  easily  cleaned,  but  the  glass  fractured  when  there  were  sudden  sharp 


12 


EQUIPMENT  AND  ROOMS  FOR  HOME  ECONOMICS. 


changes  in  the  temperature  of  the  room  or  when  hot  kettles  were  placet! 
in  contact  with  it.  Marble,  while  desirable,  is  very  expensive.  Slate  because  of 
its  dark  color  has  proven  unattractive. 

3.  White  enameled  metal  table  tops  are  now  on  the  market  and  meet  the  ap- 
proval of  many  good  housekepers.  These  are  smooth  surfaced  and  easily 
cleaned,  and  they  can  be  fitted  over  locally  made  cooking  desks. 

4.  Locally  made  desks  can  be  covered  with  either  sheet  zinc  or  aluminum. 
Of  the  two,  aluminum  is  somewhat  the  easier  to  keep  clean  and  attractive. 
Both  wear  well. 

5.  There  are  many  commercial  desks  on  the  market.  Some  of  these  have 
composition  tops.  These  tops  are  smooth,  durable,  and  easily  kept  clean,  and 
the  more  recently  made  ones  do  not  stain  badly.  Some  of  the  commercial 
desks  are  all  metal  and  are  particularly  suitable  to  moist  warm  sections  of  the 
country,  where  special  care  is  necessary  to  overcome  the  evils  of  mold,  bac- 
teria, and  insects. 

6.  The  tile-topped  desk  is  no  longer  so  popular  as  it  once  was.  The  tile  is 
expensive,  and  it  is  difficult  to  find  workmen  to  so  lay  them  that  they  will 
remain  even  and  in  place. 

There  is  no  one  best  kind  of  desk  top.  Local  conditions,  economy,  and  good 
judgment  must  decide  what  is  chosen  for  each  school.  Especially  should  those 
knowing  local  conditions  make  this  decision. 

G.  LOCATION    OF   DESKS,    SINKS,   AND    STOVES. 

Edges  of  stoves  and  edges  of  desks  should  not  be  contiguous.  There  should 
be  not  less  than  one  inch  of  space  between  any  two  edges  in  order  that  these 
edges  may  be  kept  perfectly  clean. 

In  figuring  location  of  desks,  sinks,  and  stoves,  it  must  be  borne  in  mind 
that  edges  too  closely  placed  afford  a  small  crack  in  which  moisture  and  dirt 
find  lodgment. 

H.  COOKING  UTENSILS. 


Introduction. — A  somewhat  greater  number  of  cooking  utensils,  per  group  of 
four  pupils,  is  needed  in  school  kitchens  than  would  be  necessary  to  properly 
equip  a  home  kitchen,  because  there  are  always  four  pairs  of  hands  to  be  kept 
busy. 

1.  Equipment  for  Each  Group  of  four  Pupils. 


<o)   Aluminum,  blue  or  white  enameled,  or 
gray  granite  ware : 
2  1-pint  double  boilers. 
1  1-quart  double  boiler. 

1  2-quart  double  boiler. 
Berlin   kettles  with   covers — 

1  oneKjuart. 
1  two-quart. 
Stew  kettles  with  covers — 
1  two-quart. 

1  four-quart. 
Pudding  pans — 

2  one-quart. 
2  two-quart. 

2  pie  tins,  9-lnch. 

1  mixing  bowl,  3-quart. 

1  mixing  bowl,  6-quart. 

2  small  salt  boxes  and  covers. 
<&)   Tinware  : 

1  flour  sifter,  with  revolving  handle. 
1  collander. 


(&)   Tinware — Continued. 

4  wire-edge  heavy  dish  pans,  8-quart. 

1  puree  strainer,  6-inch. 

1  tea  strainer. 

1  one-half -quart  measure. 

1  one-half-pint  measure. 

2  square    cake    pans,    9    by    9    by    13 

inches. 
4  single-loaf  bread  pans. 
4  layer-cake  pans. 
2  biscuit  cutters. 
1  cooky  cutter. 
1  doughnut  cutter. 

1  apple  cover. 

2  6-cup  muflin  tins, 
(o)  Glassware  : 

1  lemon  reamer. 
4  measuring  cups,  J-pint. 
1  Pyrex  glass  baking  dish. 
4  Pyrex  glass  custard  cups. 


EQUIPMENT  AND  ROOMS  FOR  HOME  ECONOMICS. 


ia 


(d)  Earthenware : 

2  1-pint  white  bowls. 

2  1-quart  white  bowls. 

4  dessert-size  semiporcelain  plates. 

4  cups  and  saucers,  semiporcelain. 

4  cereal  bowls,  semiporcelain. 

(e)  Ironware: 

1  steel  frying  pan,  9-inch. 

2  sheet  iron  frying  pans,  6-inch. 

(f)  Woodenware : 
1  rolling  pin. 

1  bread  board. 

1  cutting  board. 

4  small  scrub  brushes. 

1  scrub  brush,  6-inch. 

2  wooden  mixing  spoons,  8-inch. 


(g)  Cutlery,  all  with  metal  to  end  of  han- 
dle: 

4  forks,  4-tined. 

4  common  table  knives. 

2  paring  knives. 

2  spatulas,  5-inch. 

2  spatulas,  7-inch.  >. 

(h)   Miscellaneous: 

4  asbestos  mats. 

2  Dover  egg  beaters. 

1  egg  whisk. 

1  soap  dish. 

1  match  box  holder. 


2.  Cooking  utensils  for  general  use. 


(a)   Aluminum,  blue  or  white  enameled,  or 
grey  granite  ware  : 


2 

covered  roasting  pans. 

2 

Buffalo  coolers. 

1 

coffee  pot,  4  quart. 

1 

coffee  pot,   2  quart. 

2 

double  boilers,  6  quart. 

2 

Berlin  kettles,  6  quart. 

1 

set  gelatine  moulds. 

1 

soup  ladle. 

(6)   Tin  ware  : 

2 

vegetable  graters. 

2 

nutmeg  graters. 

2 

skimmers. 

1 

steam  cooker. 

1 

wash  boiler  (copper  bottom). 

(c)   Wire: 

2 

frying  baskets. 

2 

heavy  wire  toasters. 

5 

cake  racks. 

(d)   Iron  ware : 

5  iron  gem  pans. 

2  Swedish  iron  frying  kettles. 

1  pancake  griddle. 

1  waffle  iron. 


(e)  Cutlery: 

2  bread  slicers. 

2  butcher  knives. 

2  can  openers. 

2  pairs  shears. 

1  set  trussing  needles. 

1  set  larding  needles. 

1  set  pastry  tubes. 

1  pastry  bag. 

2  large  heavily  tinned  spoons. 

2  large  heavily  tinned  meat  forks. 

(f)  Wooden: 

2>  potato  mashers. 

2  large  wooden  spoons. 

(g)  Miscellaneous : 
2  bread  mixers. 

4  baking  sheets,  14  by  14. 
1  1-gallon  ice  cream  freezer. 
1  2-quart  ice  cream  freezer. 

1  1-quart  ice  cream  freezer. 

2  family-sized  meat  grinders. 
2  vegetable  presses. 

1  percolator   (aluminum  or  nickled). 

2  Japanned  trays,   16  inch. 
2  ice  picks. 

1  ice  shave. 
1  ice  crusher. 


8.  Articles  for  meal  service. 


12  breakfast  plates.1 

12  bread  and  butter  plates.1 

1  meat  platter,  9  inch.1 

meat  platter,  12  inch.1 

vegetable  dishes.1 

cream  pitchers.1 

sugar  bowls.1 

tea  pots,  1-quart  size.1 
1  gravy  boat  and  ladle.1 
12  drinking  glasses. 
12  individual  salt  dips. 
1  condiment  set. 
12  knives    (plated). 

1  Semiporcelain  to  match  articles  in  desk. 


24  forks   (plated). 
24  teaspoons    (plated). 
6  tablespoons   (plated). 
1  butter  knife. 
1  sugar  spoon. 

4  flower  containers    (glass),  different  sizes 
and  different  shapes. 

1  silence  cloth. 

2  tablecloths. 
1,000  paper  napkins. 

1  set  of  "  sanitary  "  doilies,   center  piece, 
etc. 


14 


EQUIPMENT  AND  ROOMS  FOR  HOME  ECONOMICS. 


i.  Food  supply  containers. 


1  50-pound  flour  can. 

1  20-pound  meal  can. 

1  20-pound  whole-wheat  flour  can. 

1  50-pound  sugar  can. 

1  10-pound  sugar  can. 

1  10-pound  brown-sugar  can. 

1  set  spice  boxes. 

1  2-pound  earthen  salt  jar. 


6  4-quart  earthen  jars  with  lids. 

12  2-quart  glass  jars  with  japanned  lids. 

12  1-quart  glass  jars  with  japanned  lids. 

1  bread  box. 

1  cane  box. 

24  1-quart  fruit  jars. 

24  jelly  glasses. 


5.  General  sanitation  equipment.3 


1  garbage  container. 

1  broom. 

1  dish  pan. 

1  floor  brush. 

1  dry  mop. 

10  yards  cheese  cloth. 


2  pails. 

2  paper-towel  containers. 

2  toilet-soap  containers. 

Paper  towels. 

2  waste-paper  receptacles. 


6.  Toweling. 


100   yards  of  linen   crash   for  dish  towels  and  dishcloths. 

Miscellaneous. 


Equipment  for  home  kitchen : 

1  gas  range. 

1  commercial  kitchen  cabinet. 

1  cooking  table  with  enameled  metal 
top. 

1  sink  with  enameled  drain  boards. 

Cooking  utensils  same  as  listed  for 
group  of  4  in  school  kitchen. 

1  wheeled  table. 
Equipment  for  home  dining  room : 

1  dining  table. 

1  wheel  tray. 

1  china  cabinet. 

1  sideboard. 

12  chairs. 

Curtains  to  be  made  by  students. 

Pictures  to  be  earned  and  selected  by 
students. 

1  rug  of  type  suitable  in  community. 

Table  linen  (2  table  cloths,  12  napkins, 
and  1  set  of  doilies)  made  as  sew- 
ing class  project. 

1  silence  cloth. 

1  set  semiporcelain  dishes — pattern  se- 
lected by  pupils  and  teacher. 

Silver  same  as  used  in  general  kitchen. 

1  dozen  glasses. 

2  glass  pitchers. 
2  serving  trays. 

Equipment  for  teaching  sewing :  8 

2    dozen    chairs,    comfortable    for    use 

when  sewing. 
8  work  tables,  furnishing  not  less  than 

6  square  feet  of  working  space  for 

each  child  in  class. 
2    cutting    tables   covered    with    cork. 

Carpet,  well  glued  down. 
6  sewing  machines. 


Equipment  for  teaching  sewing — Continued. 
1  teacher's  chair. 
6  chairs  to  be  used  at  machine. 
1  full-length  mirror  for  fitting  room. 

1  stand  for  fitting  room. 

2  Ironing  boards  for  fitting  room. 

2  irons  and  2  electric  wall  openings. 
1    blackboard,    bulletin    board,    display 

cabinet,  etc. 
1  screen. 
1  long  table  for  storeroom. 

1  heavy  roll  paper  and  roller  for  same. 
6  waist  forms. 

2  lavatory  basins  with  drinking  spigot. 
2  stationary  tubs  with  covers. 

Equipment  for  teacher's  rest  room : 

with    springs    and 


single   iron   bed, 
good  mattress, 
pillows, 
pair  blankets, 
white  bedspreads, 
sheets, 
pillowcases, 
mattress  pad. 
4-fold   5-foot  screen, 
comfortable  chairs, 
table  or  disk, 
medicine  cabinet — 

1   hot-water  bottle. 

1  ice  bag. 

Emergency  medicines. 

Emergency  bandages,  etc. 
foot  tub. 
wash  basin, 
roll  of  old  linen, 
electric-light  connection, 
electric-fan  connection, 
electric  fan. 


1  teacher's  desk. 

1  If  coal  or  wood  is  used,  then  necessary  carriers  and  containers  for  it  must  be  sup- 
plied. If  water  must  be  heated  by  students  for  general  use,  then  each  group  of  four  must 
be  equipped  with  one  10-quart  teakettle ;  otherwise  teakettles  are  unnecessary. 

•Adapted  from  textbook,  Teaching  Home  Economics,  by  Cooley  et  al. 

WASHINGTON  I  GOVERNMENT  l'RINTING  OFFICE  :  1922 


UC  SOUTHERN  REGIONAL  LIBRARY  FACILITY 


A    001  1 


39  359    2 


